Instructional Software

Lesson Idea Name: The Life Cycle of a Plant

Content Area: Science

Grade Level(s): 2nd grade

Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about the life cycles of
different living organisms.

ISTE Technology Standard Addressed: 3. Knowledge Constructor

3D. Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.

Selected Technology Tool: BrainPOP jr

URL(s) to support the lesson (if applicable): https://jr.brainpop.com/science/plants/plantlifecycle/

Type of Instructional Software:

X Drill and Practice ☐ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

X Assessment Monitoring/Reporting

X Allows teacher to create customized lessons for students

☐ Multi-user or collaborative functions with others in the class

☐ Multi-user or collaborative with others outside the class

X Accessible to students beyond the school day

X Accessible via mobile devices

X Multiple languages

X Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

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☐ Remembering ☐ Understanding X Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

X Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

Because BrainPOP allows teachers to customize certain aspects of the content, it is easier for the teacher to
differentiate learning and modify an online learning software to better suit the needs of the student. This site
is an example of Drill and Practice instructional software, as students are able to view a tutorial, then
participate in learning games, quizzes, or even virtual tours/interactive activities. One of the principles of UDL
is multiple means of engagement, and brainPOP provides several methods of engagement for students based
on the various options for assessment or other engaging activities, such as a virtual museum or learning
game. Students are able to decide which resources will work best for them. All text can be magnified for
students with visibility issues, and all videos and games offer captions for students with hearing impairments.
The software also allows students to translate all content into different languages, as needed.

Lesson idea implementation:

Teacher will begin the lesson by introducing the topic, and asking probing questions to assess students’ prior
knowledge surrounding the plant life cycle. After a short classroom discussion, teacher will turn on the
SmartBoard and call students to the front of the classroom. Teacher will begin the short video presented on
BrainPOP’s website about the plant life cycle. After the video ends, teacher will ask students more probing
questions. Teacher will, first, pull up the ‘easy quiz’ and call on volunteers to answer each question. Next,
teacher will pull up the ‘hard quiz’ and call on volunteers again. Afterwards, students will be released to their
tables where they will have access to laptops and/or iPads. Students will be grouped together, and can spend
20 minutes exploring and using the different games and functions associated with this lesson. After the 20
minutes are over, teacher will ask students to meet at the front of the classroom for a short discussion.
Teacher will ask groups to explain their understandings, and which game or function they preferred and why.
All assessments for this lesson will be formative, as the teacher will collect data based on observations and
answers to the probing questions. After the discussion, teacher will use the ‘word play’ function on BrainPOP

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associated with the topic, and call on groups to participate. Each group can choose to draw out the term, act
out the term, or write about the term and then present their contribution to the class. This activity
differentiates learning because it allows students to relay their understanding of concepts based on their
personal learning preferences, whether that is written, drawn, or verbally. After the group has presented,
teacher will provide feedback verbally, correcting any potential misconceptions and pointing out correct
answers.

Students will have access to BrainPOP outside of class and can continue to learn the content at home.
Students will also be able to use the different functions and games while at home, which will provide
immediate feedback and allow them to further familiarize themselves with the content. Overall, this lesson
and activity should take approximately 30 or 35 minutes, depending on class size.

Reflective Practice:

This activity would begin to introduce life science into the classroom, and would do so in a way that does not
overwhelm the students and gradually introduces the content to them. To extend the lesson, I could use an
interactive simulation that allows the students to take an in depth look at the plant life cycle. We could even
have a virtual classroom terrarium that would allow students to observe the plant life cycle over time, and at
home.

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